Reggio Emilia curriculum is not set up in the same way as a traditional teacher-led classroom where the teacher pre-plans the curriculum and guides what the children are interested in learning. It is a structured learning environment in which the teacher is developing the areas in which they deem most important. Reggio strictly believes that children learn better in a child-led environment which allows for the curriculum to be developed off of their interests: Classrooms have dramatic play, dress-up areas, but early reading and math skills are not specifically taught. Instead, the teacher follows the children’s own interests. Graphic arts are heavily integrated into the program to demonstrate cognitive, social, and language development. Concepts are presented to children via multiple approaches, including print, music, drama, puppetry and even shadow play (Jacobson, 2007, p. 10). In other words, the children are the teachers. They learn through what Reggio describes as “The hundred languages of learning,” where children proceed in an investigation of generating and testing their hypotheses. They are encouraged to depict their understanding through one of many symbolic languages, including drawing, sculpture, dramatic play, and writing. This is a way that children are active learners and are “learning with all senses – or from action to thought” (Samuelsson & Williams, 2007, p. 19).